https://amgreatness.com/2025/06/04/equity-quackery/
While numerous changes are needed to improve our faltering education system, eliminating the concept of “equity” should perhaps be at the top of the list.
Grading for Equity, written by Joe Feldman, a former teacher, administrator, and “educational grading consultant,” made its arrival on the scene in 2018 and, sadly, is still used by many schools.
In the Grading for Equity regimen, teachers don’t consider homework, extra credit, or “soft-skill” behaviors, such as punctuality, attendance, timely submission of assignments, and class participation. Students are given additional time to complete tests and can retake them repeatedly to demonstrate mastery or raise their grade. Also, teacher quality is not essential. All that matters is that certain ethnicities are equally represented in various areas, making the group the focus instead of the individual.
The examples are myriad. In Buffalo, the state spent $500,000 on the Teacher Diversity Pipeline Pilot. The goal of this program is to help teacher aides become certified teachers. Eligibility, however, is based on whether the employee increases the diversity of the teaching staff, rather than on their ability to teach or their classroom experience.
In California, Palo Alto schools are eliminating honors classes. Beginning in September, first-year students will no longer have the option of taking a rigorous honors biology class. Proponents insist that removing different “lanes” for students or “de-laning,” based on achievement, will promote equity and encourage all kids to pursue science throughout their high school career.
In Illinois, state data show that only 41% of students in third through eighth grade could read at grade level in 2024, and just 31% in 11th grade. In math, 28% of third through eighth graders were proficient, and only 26% of 11th graders were.
What does State Superintendent of Education Tony Sanders plan to do about the poor scores?
He wants to lower proficiency benchmarks on state assessments, claiming his plan will “right-size our benchmarks for proficiency on state assessments to provide us with more accurate data about student performance.”